Considering the Social Context of Schools: A Framework for Investigating New Teacher Induction

Abstract

This work presents a conceptual framework rooted in social capital theory which can be utilized to guide future research of new teacher induction, as well as inform school and district leaders about important elements of a school’s social context which may mediate the effects of new teacher induction. Specifically, this work elaborates on the elements of a school’s social context which impact teacher socialization, including: (a) levels of relational trust and collective responsibility, (b) characteristics of novices and their colleagues, (c) alignment amongst novices and colleagues, and (d) the frequency and content of their interactions. Recommendations for future research (e.g. social network analysis) and improved practice are provided given the elements of the conceptual framework.

Keywords:

• induction
• social capital
• social networks
• socialization